In this chapter, we first explain the different types of teacher leadership. Subsequently, we argue that, for the leadership of teachers to develop, teachers must have the agency, space, and place in curriculum matters. Besides, teachers are encouraged to make best use of their “curriculum potentials” to deliberate and design a curriculum that best fits the needs of their students. Moreover, teachers, as “curriculum makers”, are encouraged to engage in both individual reflection and group deliberation in curriculum matters. We also illustrate how and why their curriculum agency can help teachers to advance in their curriculum development career. Empowerment encourages teachers to take risks and new roles. In this light, teachers should develop personal competencies and character traits conducive to their roles as leaders. Teachers are expected to become teacher-researchersand immerse themselves in reflecting and improving their daily curriculum practice. Modern teachers are also portrayed as self-regulated learners who can individually or collaboratively learn with others to improve their practice in a community of learners.